Lesson Overview This lesson is designed to last 1 60min period and is to introduce the students to the microscope and its profound importance in the discovery of the cell and the cell theory. It will be setup to include 5 stations. Station 1 will contain a video that identifies and explains the parts of the microscope and how to determine total magnification. At station 2 the students will construct wet and dry mounts, view their mounts and draw what they see at different magnifications. Station 3 will allow the students to make their own microscope and view onion skin through it, which they will have to sketch. . Station 4 will address the history of the microscope and its evolution. Station 5 will talk about the microscopes impact on science and the development of the cell theory.
Objectives: Students will be able to…
Identify and explain the various parts of the compound microscope.
Construct a functioning rudimentary microscope
Prepare a wet and dry mounts to be used with the compound microscope.
Calculate the total magnification of each objective lens.
Summarize the evolution of the microscope
Explain how the development of the microscope leads to great changes in science and to the development of the Cell Theory.
Materials
5 laptops
1 compound microscope
30 packets
30 plastic soda bottles, 500mL, with holes already in caps
Glass beads
6 pairs of scissors
6 tweezers
Scotch tape
Onion
60 slides
60 slip covers
Links to Resources Station 1: http://www.youtube.com/watch?v=PMIU1fkIPQs Station 2: http://www.youtube.com/watch?v=ZjQVQ8gT0A8 Station 3: http://www.youtube.com/watch?v=UTADdH3Q_sQ&translated=1 Station 4: http://www.youtube.com/watch?v=Pc_-RzNjK4w Station 5: http://www.youtube.com/watch?v=3fMrt-S-kgI Microscope Station Packet Safety Issues Safety issues for this lesson include injuries related to congestion, cuts from broken glass slides, and creating the microscope. In order to lessen the likely hood of injuries, the stations will have to be set up in a way that allows students to pass from one station to another with little difficulty, In terms of injuries from the glass slides, I can see if plastic slides are available and beforehand I can instruct students on the proper handling of the slides and inform them that they are made of glass and what to do encase a slide breaks, which is for them not to touch the slide, move away from the area and inform the teacher, and if someone does get cut to inform the teacher immediately. Also, in regards to creating the microscope, the holes will already be put into the bottle caps which I feel will eliminate most of the issues.
Instruction
Opening At the beginning of the period I will go around and collect homework which will also allow me to take attendance. I will then say that we spent the last few days analyzing the meaning of the cell, asking questions regarding cell, researching these questions, but how do we know that cells exist? I’ll allow a brief discussing of any responses I get, hopefully one of which will be regarding the microscope. I will then explain how the period will proceed and the various stations. I will break the students up into groups using the counting method, where the ones go to station 1 etc. I will go over the safety issues with them, which will also be present in their packets. I will also model how the groups are to rotate and that this should happen in a timely orderly fashion. We will then practice moving from one station to another. The packets that they will need to fill out as they move from station to station will be at each station. I will instruct the students they will have 8 min at each station and the packets must be completed as they will be collected for a grade. They will also have a quiz at the completion of the stations so they might want to pay attention. Learning Activities The students will have a packet with worksheet for each station. This will force them to pay attention to what is going on at each station. The stations are designed to introduce the microscope, the different parts, there functions, and how to use them. They will also teach the students how to prepare slides so that later on in the unit when they have to prepare their own slide they will already know how to do it. The stations also address the history of the microscope, its importance in science and in the creation of the cell theory.
Closing After everyone has completed the stations I will collect their packets and pass out the quiz. They will be given 5min for the quiz since it will be short and two they just went through the information. I will collect the quizzes and briefly discuss the stations and how the invention of the microscope was a huge turning point in science and the impact from it spreads further than just the discovery of cells, but lead to the discovery of bacteria and vaccines, and causes of diseases, there uses span far beyond the lab. I will then assign them their homework which will be for them to find an article that indicates the use of a microscope in another way then just viewing cells. They are to bring in the article along with a written summary of the article.
Assessment This lesson has a variety of assessments. The students will be assessed based on the completion and accuracy of their packets. Having the quiz at the end serves a dual purpose. One it will encourage the students to pay better attention at the stations as opposed to just copying someone’s paper and secondly it will reinforce key concepts and will indicate to me what the students retained from each station.
Homework Their homework will be for them to find an article that indicates the use of a microscope in another way then just viewing cells. They are to bring in the article along with a written summary of the article.
Additional Notes Materials indicated are for one class.
Unit: The Cell
Title: Intro to the Microscope.
Lesson Overview
This lesson is designed to last 1 60min period and is to introduce the students to the microscope and its profound importance in the discovery of the cell and the cell theory. It will be setup to include 5 stations. Station 1 will contain a video that identifies and explains the parts of the microscope and how to determine total magnification. At station 2 the students will construct wet and dry mounts, view their mounts and draw what they see at different magnifications. Station 3 will allow the students to make their own microscope and view onion skin through it, which they will have to sketch. . Station 4 will address the history of the microscope and its evolution. Station 5 will talk about the microscopes impact on science and the development of the cell theory.
Objectives: Students will be able to…
Materials
Links to Resources
Station 1: http://www.youtube.com/watch?v=PMIU1fkIPQs
Station 2: http://www.youtube.com/watch?v=ZjQVQ8gT0A8
Station 3: http://www.youtube.com/watch?v=UTADdH3Q_sQ&translated=1
Station 4: http://www.youtube.com/watch?v=Pc_-RzNjK4w
Station 5: http://www.youtube.com/watch?v=3fMrt-S-kgI
Microscope Station Packet
Safety Issues
Safety issues for this lesson include injuries related to congestion, cuts from broken glass slides, and creating the microscope. In order to lessen the likely hood of injuries, the stations will have to be set up in a way that allows students to pass from one station to another with little difficulty, In terms of injuries from the glass slides, I can see if plastic slides are available and beforehand I can instruct students on the proper handling of the slides and inform them that they are made of glass and what to do encase a slide breaks, which is for them not to touch the slide, move away from the area and inform the teacher, and if someone does get cut to inform the teacher immediately. Also, in regards to creating the microscope, the holes will already be put into the bottle caps which I feel will eliminate most of the issues.
Instruction
Opening
At the beginning of the period I will go around and collect homework which will also allow me to take attendance. I will then say that we spent the last few days analyzing the meaning of the cell, asking questions regarding cell, researching these questions, but how do we know that cells exist? I’ll allow a brief discussing of any responses I get, hopefully one of which will be regarding the microscope. I will then explain how the period will proceed and the various stations. I will break the students up into groups using the counting method, where the ones go to station 1 etc. I will go over the safety issues with them, which will also be present in their packets. I will also model how the groups are to rotate and that this should happen in a timely orderly fashion. We will then practice moving from one station to another. The packets that they will need to fill out as they move from station to station will be at each station. I will instruct the students they will have 8 min at each station and the packets must be completed as they will be collected for a grade. They will also have a quiz at the completion of the stations so they might want to pay attention.
Learning Activities
The students will have a packet with worksheet for each station. This will force them to pay attention to what is going on at each station. The stations are designed to introduce the microscope, the different parts, there functions, and how to use them. They will also teach the students how to prepare slides so that later on in the unit when they have to prepare their own slide they will already know how to do it. The stations also address the history of the microscope, its importance in science and in the creation of the cell theory.
Closing
After everyone has completed the stations I will collect their packets and pass out the quiz. They will be given 5min for the quiz since it will be short and two they just went through the information. I will collect the quizzes and briefly discuss the stations and how the invention of the microscope was a huge turning point in science and the impact from it spreads further than just the discovery of cells, but lead to the discovery of bacteria and vaccines, and causes of diseases, there uses span far beyond the lab. I will then assign them their homework which will be for them to find an article that indicates the use of a microscope in another way then just viewing cells. They are to bring in the article along with a written summary of the article.
Assessment
This lesson has a variety of assessments. The students will be assessed based on the completion and accuracy of their packets. Having the quiz at the end serves a dual purpose. One it will encourage the students to pay better attention at the stations as opposed to just copying someone’s paper and secondly it will reinforce key concepts and will indicate to me what the students retained from each station.
Homework
Their homework will be for them to find an article that indicates the use of a microscope in another way then just viewing cells. They are to bring in the article along with a written summary of the article.
Additional Notes
Materials indicated are for one class.